Benchmark 1: School Design

The Early College High School (ECHS) shall establish school structures and policies, regularly convene leadership teams and ensure adequate staff capacity for the successful implementation and sustainability of the ECHS program.
- ECHS/IHE leadership meeting agendas
- School board and board of regents’ presentations
- Document(s) outlining the strategic priorities for the current academic year and/or long-term priorities of the ECHS partnership
- Description of each member and role in committee
- ECHS leader/liaison meeting agendas and relevant materials
- Mentor/induction program plans
- Annual training or professional development plan with ECHS and IHE faculty

Benchmark 2: Partnership

The Early College High School (ECHS) must have a current, signed memorandum of understanding (MOU) or interlocal agreement (ILA) with each Institution of Higher Education (IHE) that outlines key issues related to the planning, implementation, and sustainability of the ECHS program. Stakeholders shall review the MOU or ILA annually. The agreement shall include the components described in the design elements below.
- Final, signed, and executed MOU/ILA or similar agreement with Institution of Higher Education
- MOU/ILA must be reviewed annually with the goal of improving programmatic supports and services for students and alignment to the Texas Statewide Dual Credit Goals

The Early College High School (ECHS) shall target and enroll historically underserved students. The campus must enable students who are at-risk of dropping out or those who wish to accelerate completion of high school to combine high school courses and college-level courses.
Enrollment decisions shall not be based on state assessment scores, discipline history, teacher recommendations, parent or student essays, minimum grade point average (GPA), or other criteria that create barriers for student enrollment.
- Written admission policy, and enrollment application
- Written recruitment plan, including a timeline of recruitment and enrollment events, and recruitment materials for distribution at feeder middle schools and other appropriate locations in the community
- Brochures and marketing in Spanish, English, and/or other relevant language(s)
- Written communication plan for targeting identified audiences (e.g., parents, community members, school boards, higher education personnel, etc.)
- Written lottery procedures (district-level or campus-level)

The Early College High School (ECHS) must provide a rigorous course of study that allows students the opportunity to earn a high school diploma and enable a student to combine high school courses and college-level courses with the goal of earning an associate degree or up to 60 semester credit hours toward a baccalaureate degree.
- Crosswalk aligning high school and college courses, grades 9 through 12, which enables a student to earn an associate degree or up to 60 college credit hours toward a baccalaureate degree
- Master schedules
- Calendar of scheduled TSIA test administration dates, sign-up process, and intervention expectations
- Aggregate reports of TSIA exam performance
- Testing calendar and schedule for SAT, ACT, or other college readiness assessments

The Early College High School (ECHS) must provide wrap-around strategies and services involving multiple stakeholders to strengthen academic, technical, and individual support for students to be successful in their ECHS program.
- Bridge program curriculum and schedule
- Schedule of advising events
- Tutoring Schedules
- Advisory/study skills curriculum material
- Calendar of enrichment events and family outreach events